School Climate and Its Influence on Public Secondary Schools’ Performance in Mvomero District, Morogoro, Tanzania

The study determined the school climate in eight public secondary schools and its relationship to students’ academic achievement. The study employed quantitative approach within ex-post facto research design using three climate questionnaires for secondary schools and a sample of 160 teachers. The study revealed that the general climates of all schools were non-conducive or negative. In determining the relationship, the subtest of intimate teachers’ behaviour indicated a strong positive significant correlation (r = 0.821) with division II and (r = 0.868) with division III. However, the frustrated teachers’ behaviour subtest was significantly negatively correlated (r = - 0.779) with division IV. The subtest of institutional integrity indicated a strong correlation (r = 0.887) with division IV, while initiating structure showed a strong positive correlation (r = 0.824) with division I, lastly, the subtests of headmaster/mistress influence and academic emphasis both indicated a strong significant (r = 0.848 and r = 0.860) correlations with division I and II, respectively. This study confirmed that, students’ academic achievement is influenced by school climate. Therefore, school climates need to be conducive or positive for the survival and well-being of schools.